This chapter describes the aims and methods[1] of the White Stag Leadership Development program. Before we describe the substance of these ideas, we must first understand the terms themselves.
The interrelationship of these three axis--the aims, methods, and the content--can best be illustrated as a three-dimensional matrix, as shown in Figure 3-1 below.
| Aims, Methods and Content Matrix |
|---|
|
|
| Figure 3-1: As the program utilizes the methods and teaches the content, the aims are gradually achieved in the youth members. |
The content of the eleven competencies in our diagram is not fixed in concrete. As our assessment efforts indicate a need for change in the curriculum, the content and the manner in which these competencies are presented is amended.
The methods of White Stag incorporate those of Scouting: a personal code of conduct based on the ideals expressed in the Girl and Boy Scout Oath, Promise and Law; the Patrol Method; the outdoor program; advancement (in outdoor skills and knowledge of leadership); positive adult and peer role models; uniforming; adventure; competition; and cooperation.
These aims and methods do not mean that the program is geared for Scouts or Explorers only. It is not. The leadership curriculum is generic and applicable in all arenas.
The program outline following identifies for each of the components identified above:
The aims are the focus or result of the methodologies. These should be the result of the program. In other words, it is our aim to promote the positive development of individual character, attributes of citizenship, and emotional fitness: i.e., leadership.
Make the Explorer Code and the Scout Oath and Law the practical guide in camp life. Recognize the character-building nature of all outdoor and campcraft skills. Recognize that the best way to train is through example given by leaders. Impart the knowledge of evaluating behavior based on these moral codes and use them, when appropriate, as the standard for behavior when counselling.
Scouting skills and outdoor crafts are efficient ways to develop good character. The Patrol Leader must be aware of his role in character formation of members of his patrol. She should be the example others will emulate.
All camp rules must be based on these standards, applying it in every possible and convincing way. Consciously develop certain character traits in patrols and individual learners.
By the fact that we train leaders, White Stag also trains its members in good citizenship. We can also create meaningful ceremonies using citizenship and patriotic themes. The program should promote participatory citizenship.
Instill an understanding that our contribution to a better life in our country is through building better leaders. Exploring (and Scouting) is the best citizenship building program. Be skillful in developing such program in the patrols.
Discussions. ceremonies, program goal presentations, campfires.
Conscious, planned inclusion of appropriate physical activities in day's program. Develop skills necessary to plan and conduct physical fitness program.
Instill the desire and a sense of personal responsibility for a healthy, clean and strong body--one which is always ready for action. Teach how to develop a program that meets above goal.
Waterfront activities; hiking; Run, Rouse and Dip (RR&D); games, including New Games; special programs; hurdles; vigorous, active training program with great amount of exercise.
Develop the leadership skills listed for each program phase; motivate the group; develop teamwork; use consensus process; evaluation of self and group; plan and conduct program--all that are in line with the potentialities of the individuals and group. "Plan your work and work your plan."
Achieve a realization of the importance a leader plays in the lives of people under his leadership. Youth like to follow leaders who are close to their own age. A junior leader helps other youth in the patrol to develop his character and to form his own value system. It is important that junior leaders realize the seriousness of their job. Conscientious preparation for the job of a junior leader is important.
The example has to be given by all leaders but primarily by the designated Patrol Leader. Discussions and experiential events are to be the workshop experiences of the camp in developing leadership skills.
The methods are the "how" of White Stag, the techniques we use to talk about leadership in practical terms. When these are combined with the leadership competencies, participants can see in real-world terms how they can use the competencies. They begin the immediate task of applying the leadership competencies to their own life.
Develop an understanding and appreciation of fundamental principles of Exploring and Scouting. Develop an understanding of how these principles work in and through the patrol program. Create a desire to search for truth and knowledge in Exploring and Scouting. Our motto must be: Initiative, Responsibility. Achieve an understanding of how these two work hand in hand.
Perceive Scouting as a way of life. Live it as a way of life as a prerequisite for doing a good job as a leader. The ideals of Scouting lead to a happy life and further the cause of lasting peace on earth.
Pre-camp study, lecture, discussions, campfires, Advisor's (Scoutmaster's) minutes, short readings during ceremonies. The main principle is the constant and purposeful application of the principles of Exploring and Scouting on the patrol member level, in practice, through the White Stag program. Train how to plan and conduct such program on patrol level.
Realize that observance of faith in God comes first in the Explorer Code for all Explorers, junior leaders included; that it must be lived rather than talked about. Done trough self-realization, doing the best with what God gave as abilities and talents. Create spiritual opportunities for communication with God. See God and nature as one. Give meaningful spiritual emphasis to ceremonies.
Achieve understanding that as leaders, we merely lay before the Explorers the simplest fundamental ethics of religion; then we guide him and help each to put these into practice in the Exploring program. We furnish the example as leaders. Lord Baden Powell, the founder of Scouting, said, "Religion ought to be caught--not taught." Instill desire for an ever-deepening faith and skillful religious life.
Assemblies, ceremonies, meal time, Scouts' Own services. Place special emphasis on staff's own way of life as an example in achieving the fulfillment of our Duty to God. Practice love, forgiveness. Scouting can be seen as a modern interpretation of God's Law and teachings for youth of all ages.
Create a environment where everyone seeks opportunities and goes out of his way to do a good turn. Make the camp participants conscious of doing a good turn. Develop missionary zeal toward doing good turns. Make "Do a good turn daily" a theme of the camp. Emphasize doing a good turn means more if no one else knows about it. Reinforce idea of selflessness, of service to others.
Reevaluate meaning of good turn. It ought to mean not only action that can be observed, but an objective to bring out the best in people, building up others, encouraging, helping others to be their best (spiritual good turn). Baden Powell said, "Make good turn a habit of conduct." Seek not what you can get, but what you can give.
There are many interesting possibilities for good turns in camp. Remind patrols and individuals several times a day to do their good turns, individual as well as patrol good turns. Staff should go out of their way to do good turns for camp and for learners. Do good turns without the expectation or recognition. Learners may be encouraged record their good turns in the journal portion of their notebook.
Devise conditions for emphasizing use of the Patrol Method. Demonstrate many possible patrol activities. Develop patrol spirit in an ever-increasing manner. Demonstrate good patrol leadership and then give all participants chance to be Patrol Leaders. Develop equal share of competition and cooperation among patrols.
Prove that the patrol method is the method to use and that it works. Show every aspect of patrol life and program. Achieve a high degree of belonging, loyalty and self-giving, have a closely knit gang. Showing is not enough, only doing establishes a pattern in the individual. Learn to work as a team, learn to work to excel by doing one's best. Learn to be leader of such a group.
The patrol is the basic unit for White Stag camp. During first three days of PLD and TLD, encourage learners to elect patrol leaders who by their behavior demonstrate knowledge of basic philosophy and practice of patrol method.
In PMD and PLD, the youth staff observe and advise. Rotate all patrol jobs in the patrol daily. Pick spirited individual as Yell and Song Leader first day or two in camp. Have patrols camp separately, do all things as a patrol. Highlight patrols that do things well as a group. In PMD, the high point of this experience is the Adventure Trail. In TLD, the high point is the Trek. Use other patrol-centered activities including discussions, role-playing, daily patrol meetings, hikes, and so forth. Use patrol representatives at all times.
Use the outdoor setting extensively in all phases of the program. Do nothing indoors that can be done outdoors. Provide many hands-on experiences that require outdoors knowledge. Encourage physical fitness with physical activities.
To avoid the negative feelings sometimes associated with classroom learning and school teaching. To encourage active participation in the learning process. To provide ready opportunities for group projects. Let the "air" in, encourage "fresh" thinking, to encourage physical fitness by vigorous exercise of the mind and body. To provide a context for learning entirely different from that available at home, a context that stresses adventure, that notifies the learner that What is happening here is not a "normal every day sort of thing."
Seek staff development meeting sites that combine indoor and outdoor settings; room for flip charts inside and fires outside. Create learning hurdles requiring physical involvement, that help people stretch their limits, that encourage (indeed, require) group cooperation for success. Use high-adventure experiences such as a traverse over a steep-sided canyon river, a trek in wilderness areas, or an adventure trail out of camp.
Impart reliable efficiency in all camping skills, specifically those required for the particular program phase. Teach how to demonstrate the same in front of a group. Help and encourage them to acquire additional outdoor skills (see appropriate literature, e.g., Boy Scout Field Book, Boy Scout Handbook.)
Teach skills and knowledge by demonstrating efficient tent or shelter set-up, using only the most necessary camp conveniences, meeting standard health and safety requirements; efficient and economical cooking; adaptation to living in nature.
Coordination of mind and body; increase one's usefulness to the patrol; develop one's potentials; help others through learned skills. Build self-reliance and self-preservation through learned skills. "Know your subject" is the first step in teaching others. Instill an overwhelming desire to learn new skills, acquire new knowledge, to increase one's potential. Prepare for the program year at hand.
Develop the attitude that camp improvement never stops, that is a continuous, gradual process. Learn to build and live in camp with the least equipment possible and minimum impact on nature. Be at home in nature. Plan for and prepare for leadership in the context of outings scheduled for the program year.
Schedule training periods; practice periods (un-scheduled); Spare Time Activities (STA's). Apply all skills in actual situations when they are used and needed, proving that their use is justified and the necessary skills is worthwhile. Apply at staff/patrol meetings, special projects, hurdles, tracking. Camp set-up maintenance and improvement; training periods in campcraft skills. Advancement hikes, adventure trail, tracking; camp set-up competitions between patrols.
Demonstrate, explain, and apply elements of adventure in all phases of camp life and in all activities, with the intent to equip participants with skills that will make their patrols, troops, units and other groups capable of enjoying and experiencing adventure in their programs.
Make the summer camp the greatest adventure in the young person's life. In all activities (teaching and application) stress the element of reality, purposefulness and challenge, thereby creating increased excitement about the possibilities of transferring this new knowledge to the home environment. Excite the learners that learning about leadership is an life-long adventure.
Start all activities with a situation that challenges the youth to play an important role. Create adventure in special events, hurdles, games, adventure/advancement trails, and create situations for the application of familiar and recently acquired skills.
Exposure to well conducted waterfront activities, games, instructional activities, and campfire programs. Explain the need for planning and the leadership skills needed for the above activities. Create opportunities for using these skills in actual situations.
Recreation, fun and having a good time are an essential part of being an adolescent, as well as an essential part of Exploring and of White Stag. Demonstrate its role and place in the program. Point out the proper combination of fun, rest and training. Prepare for leadership roles in small units.
Use the waterfront, pool, recreational and instructional games, small and large unit meetings, and patrol and unit campfires.
The safety and security of all participants at all times in all activities is paramount. We must meet and exceed our own and BSA standards. Have on staff knowledgeable and certified individuals responsible for critical areas of concern.
To protect the lives and health of our members, for we are legally and morally liable; to maintain and protect the integrity of the program.
Develop, maintain and enforce health and safety standards. Make key leaders knowledgeable of critical areas of concern and be able to respond when needed. Have specific training sessions for staff members in critical areas of concern. Post reminders in key areas as needed. Have specific times set aside for health and safety concerns (e.g., showers, swim and medical checks), and make them inviolate.
Create an understanding of the role of spare time activities (STAs) in the program, how they can be utilized, how STAs and advancement are combined. Make advancement a by-product of the summer camp. Develop understanding of the place and importance of advancement in Scouting, if a learner is a member; impart the skills necessary to facilitate advancement. Create opportunities for individual advancement, as long as they don't conflict with program goals. Consider activities that create opportunities for advancement when designing the program.
Advancement is not a primary activity of White Stag but a component and by-product; it is recognition for a job well done and not some kind of a test. Report rank advancement to home unit leaders to improve our "sale-ability" to leaders.
Design STAs that utilize and encourage advancement, like the Adventure Trail; patrol and unit meetings; inter-patrol competition. Incorporate individual advancement into growth objectives for staff and candidates, and as a part of the objectives for activities. Include in an evaluation form sent to home leaders a summary of advancement the youth may be tested for. (White Stag does not test or pass a youth on rank advancement.) The form should primarily report on the youth's success in acquiring leadership skills during the summer camp.
Leaders of White Stag must be individuals that youth and adults respect, role models the youth can look up to. Their performance is not without error or fault, but they are honest, possess great integrity and compassion; they generally are people that parents strongly approve for their children to associate with. All members of White Stag realize that they are constantly being observed; that at any given moment a learner may see them and take a mental "snap-shot" of their behavior, and act accordingly.
One of the characteristics of people who are successful is that they are able to associate with those who are already successful. They have access to people who can instruct and mentor them and on whom they can model themselves. All youth need adults and other youth they can respect and learn from as they mature. Youth need to realize their own potential for growth and the possibilities not realized.
Parents of youth members require reassurance that their children are properly looked after. Unit leaders, parents, and youth want to believe that those who teach leadership practice it. The youth strongly want to believe in and belong to something larger than themselves, and the program leaders (adults and youth) are the physical manifestation of that larger spirit. The leaders can demonstrate that the program actually has a significant impact on people's lives. All members are inspired to do their best and stretch their limits.
Members discuss the examples they want to set, and what actions will carry out those examples. Conscious choices are made and adhered to. The members remind one another if he appropriate, poor examples are purposefully set and discussions engendered to stimulate discussion of the topic.
Learning activities are provided for all members, regardless of age or position. Positive examples are publicly recognized. Those who seek challenge are given increased responsibility and opportunities for growth. Modeling is pointed out as a significant factor of personal development.
Uniforming is a symbol of the program and of the team a person is a member of. Everyone wears a uniform at designated times that all agree upon. There is a Class "A" uniform for wear in camp and especially at ceremonies and meals, and a Class "B" uniform to be worn only when the Class "A" uniform would likely get dirty easily or is otherwise inappropriate.
Identifies of the program and the team a member belongs to. Instills pride in the person and the program. Promotes an egalitarian attitude while eliminating class distinctions. Not to hide differences or create a paramilitary feeling, but to provide visible evidence of the commitment all have made to a common set of beliefs and values. The uniform reminds the individual wearing it and those around him of that commitment and of the beliefs and values, and helps sustain and support them. Post members will behave better when they wear the uniform. Lessen impact on their personal wardrobe.
Post members and officers discuss purpose and function of uniforming. Post officers decide upon post uniform and establish standards for its wearing. A uniform bank is established if needed.
Set up positive rather than negative rules in camp. Camp life does not necessarily mean mess and lack of cleanliness. Schedule and camp order must be observed. Schedule must be tight, every minute of the day positively utilized. Develop skill of maintaining discipline and order in the patrol.
Achieve understanding that discipline in White Stag is an approach that stresses doing positive rather than forbidding the negative. The main goal is to develop self-discipline, and, secondarily, peer discipline.
Develop camp rules using the resources of the patrol; schedule frequent inspections and make the results known. Achieve an ever-increasing standard in discipline and orderliness. Give praise and credit when due.
Learn to move in patrols and in units. Plan and present a variety of meaningful flag ceremonies daily. Train for leadership by conducting formations, ceremonies, and so forth. Sing songs already well known and liked; add new songs including White Stag spirit songs; create patrol/unit yells, mottos, slogans, flags, and so forth. Teach by example how to select appropriate songs and conduct campfires.
Create a sense of accomplishment and pleasure in participating in formation and ceremonies. Instill a sense of need, desire and responsibility for making one person responsible for such activities in one's own group.
Formations, sensibly used, are meaningful means to develop group coordination and self-discipline. Formations and ceremonies must be meaningful and should have some spiritual depth. Use songs and yells to develop and maintain group spirit. Make the group conscious of the role yells and songs can play in their home unit's spirit. Part of leadership is building and sustaining individual and group morale.
Encourage movement from place to place by patrol. Morning, evening ceremonies incorporate some kind of spiritual observance. Each program event should begin and end with a ceremony, as appropriate. Formations should show gradual improvement during summer camp. Create inter-patrol competition. Recognize patrols who have songs, flags, and so forth Sing while on the move, while waiting, while playing.
Teach basic skills in how to manage young people in training sessions; present information and demonstrate skills; create and maintain interest and motivation; create and use training aids and decide what types to use.
Develop ability to act as trainer of a group of young people, using effective training techniques and appropriate training aids.
"Set the Example" at training periods; explain the methods used right after demonstration (with additional explanation on individual basis if needed); apply at meetings, hikes, in competency sessions, and so forth.
The leadership competencies, which have been developed into eleven general categories for the White Stag program, were derived from over 80 specific descriptors of leadership behavior originally defined by Bela Banathy. However, because of the differences in maturity and experience among girls and boys, these eleven competencies (our curriculum) is divided into what we call "Phases."
Each phase of the curriculum is designed to reflect the needs of young people at a particular point in their own personal development. When they are young and just beginning their leadership development, they need to understand certain basic elements of working within a group situation; as they mature and broaden their outlook, their leadership development needs become more sophisticated.
The Venture Crew 122, White Stag Leadership Development Program is designed to match these developmental stages. There are three phases in the Post's program. Each phase is organized in a parallel manner, each having three "levels": candidates, youth staff, and adult staff. Each phase has a specific purpose and content.
The purposes have been developed based on first, the underlying principles of our program, and second, the needs of our learners.
The content describes the design for candidates. It does not describe the training content for youth staff participants. Youth staff competency levels typically reflect those expected of the next higher Phase's candidate participants upon completion of the summer camp, plus additional development and practice.
The content described below is not set in concrete. As long as the purposes of the program and the phase are met, there are few limitations. This is how the Post maintains its dynamic nature. While the goals or purposes for the overall program change very little from one year to the next, the means or content may, depending on the learner's needs.
The qualifications required for participation in each of the phase programs are described in Chapter 4 - "Organizational Structure.
To help young people understand and experience the purposefulness and power of the Patrol Method. They are exposed to the responsibilities of a patrol member, individually and collectively, and to elementary leadership competencies.
The youth develop:
In Phase I, Patrol Member Development, the candidates will develop basic level competency in:
The youth develop some competency to assume leadership roles which are usually distributed among members of a patrol in camp. These include cook, fire-tender, clean-up, Assistant Patrol Leader, and so forth. (Patrol Leader is a youth staff member role.)
In addition, they are given elementary instruction in a few basic camping skills including:
This is the only Phase that deliberately instructs candidates in camping skills, as they usually are inexperienced; however, the outdoor skills are taught only as a means to transmit the leadership skills.
Phase I typically hikes in to camp on Day One without backpacks, and goes for one short (one to two miles) overnight hike towards the latter part of the week.
The patrols are led by Youth Staff Patrol Leaders. Learning is primarily facilitated via the regular, day-to-day activities expected in a summer camp setting.
For leaders and potential leaders of patrols. They are exposed to all leadership competencies in carrying out the responsibilities of a leader of 6-9 others. The youth develop:
The candidates in Phase II, Patrol Leader Development, will develop an intermediate level competency in:
They develop a basic level competency in:
Phase II candidates typically hike into camp on Day One; take a day hike in the form of an extended "Adventure Trail" towards the middle of the week; and also take a three to five mile overnight hike.
The patrols are led by candidate-elected Patrol Leaders who rotate jobs on a daily basis. They are advised by a Youth Staff Patrol Counselor. The concept of "hurdles" is introduced. Learning is motivated via these overt "Guided discoveries," precipitating the need to learn the leadership competencies. special events, including the Adventure Trail, are planned. All participants are required to have certain minimum skill and experience requirements (see Chapter 4 - "Organizational Structure for additional information).
For those youth leaders who will or are working directly or indirectly with two or more small groups. They receive intensive exposure to, and opportunity for extensive application of all leadership competencies in carrying out the responsibilities of a senior youth leader.
The youth develop:
The candidates of Phase III typically take an extended hike with their backpacks on Day One; take an extended day hike towards the middle of the week; and spend two nights in the field in quest of a "mountain top" experience.
The patrols are led by candidate-elected Patrol Leaders; they rotate jobs on a daily basis. A Staff Patrol Counselor plays an increasingly secondary role as the week progresses. Major challenges to the youth's leadership abilities in the form of complex hurdles are planned.
The candidates develop a high level of competency in:
They develop an intermediate level competency in:
They also develop an elementary level competency in:
The Youth Staff's level of skill is at least one step beyond that which they intend to instruct the candidates. In addition, the Youth Staff develop elementary competency in specific areas of Manager of Learning, including:
[1] A substantial portion of this chapter is from White Stag Aims and Methods, Fran Petersen, 1963.
|
|